This project aimed at enhancing students’ digital literacy and intercultural competences. In addition, the project focused on an interdisciplinary approach to learning and teaching foreign languages making use of the method of Content and language integrated learning. In view of these primary objectives, this project contributed to raising students’ employability and flexibility on the international labour market. This project was carried out at 2 vocational schools (Germany/Estonia). Primarily IT-students were involved in project activities because due to their expertise they served as ambassadors of data security and privacy issues and they became more socially responsible IT-experts. Students collaborated on several intercultural and IT-related project units in an international environment (incl. the following results):1.Intercultural studies: Students created different videos of their home towns and home countries, prepared presentations and gained intercultural experiences when visiting the countries involved in the project. 2. Internet crime: Students familiarized themselves with the topics “internet crime” and “security measures” by recording video tutorials and programming a computer-based training programme. 3. Personal rights and social networks: The Estonian group decided to prepare infographics and the German group decided to programme an internal webpage. Student teams compared Facebook and Twitter, assessed similarities and differences between the 2 social networks and prepared Power Point Presentations.4. Identity protection in a digital environment: Students drew up study material such as an interactive webpage (incl. video tutorials and a password check).5. Digital awareness: Students prepared presentations on several topics (e.g. “The impact of digital footprints“, „Social and ethical responsibility of IT-experts). Infographics about all topics were printed and presented to students at both schools.Blended mobility was an integral part of the project as we used various online tools to prepare short-term exchanges and students worked in international teams. Students had the possibility to share study material using joint workspaces such as Freedcamp, social networks, Skype, etc. Moreover, cooperation between teachers was strengthened as they had to prepare assignments together and exchanged teaching material. A project-oriented approach was implemented both for organizing the entire project and for organizing students’ work on project units.We used 4 short-term exchanges to present project results, engage in peer-to-peer teaching sessions, involve external experts, agree on/ set further milestones and evaluate the progress of the project concerning time and project management, quality of the results and skills gained (incl. social and language skills). This project left a great impact on all stakeholders due to highly efficient dissemination activities. Students and teachers who were directly involved in project activities learned to study and teach in an international environment while coping with the difficulties of such a cooperation and appreciating its benefits. Students have become more sensible computer experts, taking into account privacy and digital identity issues in private and business life. They learned that working in an international environment will enable them to acquire social and intercultural skills that help them get along in our fast changing society which has a direct influence on their future careers and - in the long-term - improves their employability. Students who did not directly participate in this project also learned more about digital identity and data protection issues. They profited as they were the main target group of the study material created in the project. This project had a great effect at local, national and European level. Project activities contributed to the development of up-to-date curricula, new teaching and learning methods / materials and the promotion of mobility and employability of students. Project activities in the long-term influenced the content and attractiveness of education in all participating countries at a European level. By developing and enhancing digital skills, all European citizens, including youngsters, will be able to participate in the digital society and economy on a more equal footing.For more information, please refer to: 1.Schools’ webpages: -http://berufskolleg.schule/erasmus/projekt/-https://www.rak.ee/digital-literacy-for-data-security-and-digital-identity/2.E-Twinning: - https://twinspace.etwinning.net/26730/pages/page/2242143.Project webpage: - http://projektav14.esy.es/4. Awards: - https://publikationen.kmk-pad.org/tipps-fur-die-presse-und-offentlichkeitsarbeit/59540137/36- https://www.kmk-pad.org/aktuelles/artikelansicht/projekt-des-monats-maerz-botschafter-fuer-it-sicherheit-an-schulen.html

"CONTEXT / BACKGROUNDProject continuation of the German-Finnish project ""Work APPlication for Europe"" of the application round 2016. Former objective: Development of the APP YEUGO on basis of the MIT Appinventor to show extracts of working and living conditions in Germany and Finland. Among other things: Pension - Taxes / Salary - Working Conditions - General Basics - Accommodation. At the end of the project, the app could be downloaded on the schools` websites using a QR code.AIMS The following extensions in application round 2018: - Completing the content of the partner country Estonia. - Further development of YEUGO: * transfer to the more user-friendly interface BUILDFIRE - the possibilities of the AppInventor were limited. * Complementing the ambassador tool - goal: users can enter experiences. * Complementing the amendment tool (edit page) - Goal: Users can contribute extensions / new content. * Development of a marketing strategy - goal: increase awareness of the app. * Revision of legal aspects for publication - aim: YEUGO should be ""legally correct"". * Extension of the app contentPARTICIPANTS - Number and profileA total of 47 students from the three vocational colleges took part (24: Germans - 12 Finns - 11 Estonians). Due to the diverse student clientele, the group was very heterogeneous in terms of age and occupations. Most of the Finnish and Estonian participants were born after 2000, the Germans before 2000.- Years: * 1984-1993: 8 people; * 1996-1999: 21 people * 2000-2002: 18 people. - Apprenticeships including: joiner - professional driver - carpenter - car mechatronics - two-wheeler mechatronics - reinforced concrete constructor - gardening / landscaping - electronics technician for energy / buildings - junior IT system specialist - beauty care assistant - cookSome German participants also gained the additional qualification ""sales assistant crafts"".ActivitiesStep 1:- Training of project managers by professional communication designer.Step 2:- Working with project participants in their home country. Finding out about the possibilities of app development in general and the structure of ""YEUGO"" in particular.- Estonian group adds its content in ""YEUGO"".- Everything happens both during the current lesson and partly in additional lessons due to the very heterogeneous learning groups.Step 3:- Project participants get to know the new interface as well as the tools ambassador and amendment in teacher-student activity.- Participants work on YEUGO.- Development of marketing aspects and expansion of further content as homework.Step 4:- New content is brought together in YEUGO.- Revision of YEUGO under marketing aspects.- Participants get an overview of publication aspects- Further content on working / living conditions will be worked out and exchanged, in particular via eTwinning, since for organisational reasons no further teacher-student activity will take place in this application round.Step 5:- Joint short-term training of the project leaders to check YEUGO with regard to publication aspects and then to publish it.Current activities:- All those involved in the project - as well as all those involved in the 2016 application round - review and update YEUGO permanently and contribute to its dissemination.IMPLEMENTATION - Methodology- Project participants agreed to actively participate in training courses - also in the form of extracurricular working groups.- Working out of the necessary content by means of school books and internet research and exchange, especially during the teacher-student activities.- Working language: English- Project leaders were responsible for the correctness of the developed content at all times.- Project managers received further training in the new technologies under the guidance of the professional communication designer, especially before the start of the project.RESULT- The revised app YEUGO was published in Google PlayStore.- Homepage www.yeugo.eu was set up.- Facebook and Instagram pages have been set up.- Information about activities and results published on the homepage of the vocational colleges involved."

This project focuses on one of the most crucial issues for young people, namely sustainable use of IT devices. Environmental protection, limited resources and increasing waste are important topics to future generations, who are considered to be the world’s most powerful consumers of ICT-devices as they have grown up with digital devices that make communication, entertainment, shopping, education etc. possible. Many electronic parts and devices that make our lives easier and meet our requirements are manufactured every day. This causes an increase in technological waste and contributes to an environmental conflict in today’s world where achieving sustainable development has become an increasingly controversial issue.The aim of this project is to enhance students’ knowledge on and awareness of sustainable use of ICT devices and improve their employability. The project also focuses on developing skills of teachers.The project will be conducted at 3 vocational schools having similar backgrounds in Germany, Estonia and Slovenia. All partners share the idea that educational institutions play a major role in creating a sustainable culture. As all partners have IT-departments it is essential for them to educate future IT specialists in environmental issues to raise awareness among IT-sectors in general and end users in order to change habits and ensure that they purchase and use devices, which are sustainable and friendly to the environment which in long term can result in more sustainable production of these devices.Students will work on 3 project units in an international environment, which enables them to acquire comprehensive skills in project- and time management in international teams as well as social- and language skills. Project activities will primarily involve IT students, who will serve as ambassadors of sustainable use of IT devices and will become more environmentally responsible IT-experts.Students will work on 3 units: 1.Intercultural-studies and self-presentation on the European labour market2.Digitalisation and sustainability3.Recycling of IT-devices.As a result of these units, they will produce different materials e.g, presentations, infographics, videos, checklists etc., which can be used to as study materials on sustainable use of IT.The project will use an interdisciplinary approach to learning and teaching and CLIC method.Blended mobility is integral part of the project: online tools and workspaces are used to prepare short-term exchanges. Moreover, teachers will enhance their skills in coaching in teaching method, which supports achieving project aims and cooperation between teachers as they have to prepare assignments together, exchange materials and decide on didactic approaches used in project. There are 2 training sessions planned for teachers to develop their skills in coaching in teaching methods. 3 short-term exchanges of students will be held to engage them in peer-to-peer teaching and learning sessions, agree on further milestones and evaluate the progress of the project including time and project management, quality of the results and skills gained so far. Project activities also support students in developing soft skills such as ability to interact with others, manage projects and tasks in international teams, problem solving etc. - skills which are - according to the CEDEFOP skills panorama on ICT professionals - considered to be most important skills in future to enhances their employability.This project will have a great impact on all stakeholders. Students and teachers directly involved in the project activities will learn to study and teach in an international environment, coping with the difficulties of such cooperation and appreciating its benefits while improving their professional and personal skills. Students will become more sustainable responsible IT-experts, they will acquire social and intercultural skills that help them manage better in a fast changing society which has a direct influence on future careers and in the long-term improves their employability. Students, who are not directly participating in this project, will benefit from results and will learn more about sustainable use of IT-devices as they will be a major target group of the material created in the project. Teachers will gain and practice new approaches, methods and tools in training.This project will have an effect on the local, national and also on the European level. Project activities contribute to the development of study materials, which can be used to develop up-to-date curricula, new teaching and learning methods and the promotion of employability of students. Project activities in the long term will influence the content and attractiveness of education in all participating countries and on a European level: by developing and enhancing environmental consciousness and sustainability skills all citizens, will be able to participate on a more equal footing in the future economy.

<< Objectives >>Our experience in school is that,not only because of the covid-pandemic and the war in the Ukraine, students have problems to differ between news and FN.So our project aims to show how FN affects their opinions and thinking. After teachers completed a training that is held by one of our expert partners,to ensure that facts and methods of teaching how to deal with FN are eligible,students will be trained in spotting FN and learn how to deal with it by developing/producing educational material<< Implementation >>We are working on educational material as a CHECK-IT game to show how well FN can be packaged,a WebAPP showing how quickly FN can be published,we will develop a card game that encourage discussion with different perspectives and give everyone the opportunity to lead a discussion about FN.Also,students produce scene-stop videos.With those you follow the way form the beginning how easy FN can be spread,what impact it must teach about them and to see in concrete cases what their consequences are.<< Results >>One of the most important aim with our projekt another fake - another fact? will be the enhancement of the curriculum. So there will be an ongoing annual implementation of the project in the participating schools. Another result for our students will be a large experience of knowlege transfer.By developing and producing the different activities they will be able to deepen,apply and review their theoretical knowledge about how to recognize FN. And there will be different advertising

<< Background >>The idea for the project came from an evaluation meeting with teachers from Mercatec Technology department. The managers and teacher requested at follow up on experiences with distance Learning. The discussion took place on the finding of the EVA report on COVID-19 lockdown (EVA - Danish Evaluation Instutute). There were both good and not so good experiences and there was a wish to capitalize on all the experiences. The international department was present at the meeting and introduced the idea of sharing these experiences across boarders in Europe since all countries had been effected by lockdown and had to have inputs and similar/other experiences.The international department searched for partners within the Xarxa network and other assosiated partners. The partnership had to be from across Europe and with different teaching traditions in order to secure a variaty of views on online distance learning.The COVID-19 has provided the VET sector a unique oppotunity to rethink the way we conduct classes. The VET school are at times pressure for space and distance learning could be a means of dealing with this obstacle. It should however not be at the expence of the student learning. This is where this project will try to deliver solutions to go forward with blended learning by the help of the input and experiences of teachers and students.Another issue we want to adress is that the VET scholls have experienced an increased number of students who have droped out of school during The COVID-19 lockdown. We think that the lack of social inclusion and the difficulties with distance learning has been contributing factor to the increase.<< Objectives >>The main objective of the project is to collect the experiences from digital distance learning and thereby build capacity for digital readiness among teachers and students in the VET sector in Europe. Furthermore the project wants to address key issues which all VET schools has to consider when moving forward with digital distance learning. These issues could lead the way for more innovative practices and a digital transformation for the VET sector.The project partners wish to learn from other teaching cultures as well as inspire other to go forward in transforming the VET sector.<< Implementation >>This project consists of 5 partners from 5 European countries who will examine questions and develop an outline for a didactic for digital readiness. The project consist of:5 work packages:- WP1 - Good Practices Pooling.- WP2 - Social Inclusion for students online.- WP3 - Inclusion (Mapping student experiences)- WP3.1 Inclusion (Didactics and Paedagogy)- WP4 Creating Digital Learning Space 5 transnational meetings in each partner country (Italy, Spain, Estonia and Denmark). The meetings will be used for monitoring the progress and quality of the project aswell as planning future aktivities in order to keep the deliverance of the project on track.5 Learning-Teaching-Training Events connected to each of the work packages. This project focuses on exchange of good practices and capasity building of teachers to strengthen the compenteces of the instutions involved in the project. Furthermore to share findings with the VET sector.<< Results >>The outcomes of the project will be:- a booklet of the good digital practices during the COVID-19 lockdown.- Digital code of conduct for students- Recommandations for future distance learning lesson..- recommendations for teachers on digital didactics and paedagogy aproaches - do's and don'ts.- describe recommendations on how to establish digital learning environments.The outcomes will be published as text and/or podcasts to be circulated to the VET sector.